Describes the sequential development of art in young children. Suggests teaching methods for working with children in various art activities at several developmental stages. (Author/RH)

Presents proposed changes to the Code of Ethics of the National Association for the Education of Young Children (NAEYC), which were suggested at the November 21, 1996, meeting of the NAEYC Ethics Panel. Requests comments on the proposed revisions. (KDFB)

Draws from sociolinguistic perspective, human development, school learning, and language policy to discuss conflicting claims about second-language learning in school. Differentiates between cultural context within micro cultures and school content within global macro culture. Asserts that educators should ensure that learners have access to the…

Argues for the realignment of Shakespeare with the popular forms which influence the social world of young children. Explores what teachers and performers need to learn and unlearn when telling Shakespeare's stories in the company of children. Considers the grounds of creativity for teachers when abandoning prescription in teaching Shakespeare.…

Contrasts Fodor's theory of children's Very Simple Theory of Mind, with the view that children's concepts cross-cut the adult conceptual system: young children do not distinguish between the state of affairs a belief is about and how this state of affairs is thought of, which puts a severe limit on their understanding of belief as distinct from…

The inclusion of authenticity in classroom literacy events enhances the fruitfulness of literacy related classroom decisions and orientations. The article looks at four elements central to authenticity in literacy events (personal need, collaboration, integration, and literacy in context) and presents an application of literacy in an early…

Offers seven reasons for using Big Books with young children. Discusses how to make and use Big Books. (PRA)

Shin-ichi Suzuki, founder of the Talent Education Movement and creator of the Sukuzi Method of musical training, responds to a variety of questions concerning his philosophy of life and lifelong education. (DMM)

Maintains that caregiver language provides significant insight into caregiving behavior in general. Responsive language, which encourages reason, logic, independence, and encouragement, is preferred over restrictive language, which is based on asserting power and control, discouraging independence, and lecturing. (MDM)

Addresses Nelson's commentary on Ward, Vela, and Hass' study of children's category learning (both of which are in this issue). Discusses the issue of whether a holistic processing view provides a better account of children's learning than does an analytical view. (PCB)

Maintains that many needy children do not succeed in school because they do not get off to a strong start. Notes the positive impact of comprehensive early intervention programs such as Head Start. Advocates improving the quality and strengthening the accountability of Head Start. (KB)

Claims that involving children in the process of gardening--selecting seeds and plants, planting, tending the garden, and harvesting the crop--helps them see the natural process of growing plants. Introduces container, square-foot, raised, and conventional gardens. Gives suggestions on what and when to plant as well as tips on gardening and…

Examines practice play, symbolic play, games with rules, and constructions and their relation to Piaget's active education, the intentional social process of constructing understanding involving interest, experimentation, and cooperation within the play context. Recommendations for identifying the type of knowledge being constructed (physical,…

Investigated children's acquisition of short- and long-distance "whose"-questions to see whether children know that, in English, the entire "whose"-phrase must pied-pipe to the specifier of complementizer. Subjects were English-speaking children, ages 4-6. phrase. (Author/VWL)

Argues that educational expectations toward preschool education in Germany have been low for over 20 years. Describes interviews of 150 Germans from diverse strata of society and varied professional experience to identify views on what 7-year olds should have encountered, learned, or questioned during preschool. Suggests results give tangible idea…